Monday 22 November 2010

[W707.Ebook] PDF Ebook 21st Century Skills: Rethinking How Students Learn (Leading Edge), by James Bellanca, Ron Brandt

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21st Century Skills: Rethinking How Students Learn (Leading Edge), by James Bellanca, Ron Brandt

Winner--2011 Independent Book Publishers Association Benjamin Franklin Award

21st Century Skills: Rethinking How Students Learn is the fifth book in the Leading EdgeTM series. The Leading Edge series unites education authorities from around the globe and asks them to confront the important issues that affect teachers and administrators the issues that profoundly impact student success. The experts contributing to this anthology do not prescribe one method to transact change. They embrace the mission, trusting that teachers and administrators the true change leaders will venture to the Leading Edge to embrace the challenges and opportunities that will guarantee the success of their students. 21st Century Skills examines a daunting challenge today's educators face: how to equip students with the skills to succeed in the twenty-first century. Many critics oppose the idea of teaching 21st century skills on the grounds that emphasizing skills such as critical thinking and problem solving will erode the teaching of important content. The contributors to this volume contend that both knowledge and skills are needed, and they are interdependent. The authors of this book know from experience that effective teaching involves having students use skills to acquire knowledge. 21st Century Skills introduces the 21st century skills movement, the Partnership for 21st Century Skills, and the Framework for 21st Century Learning. The chapters seek to flesh out the vision established by the Partnership by identifying key issues that contribute to the dialogue. The contributors explore three overarching questions: 1. Why are the skills listed in the Framework for 21st Century Learning needed for learning in the future? 2. Which skills are most important? 3. What can be done to help schools include these skills in their repertoire so that twenty-first century learning results?

  • Sales Rank: #179447 in Books
  • Brand: Brand: Solution Tree
  • Published on: 2010-04-22
  • Original language: English
  • Number of items: 1
  • Dimensions: 9.10" h x 1.30" w x 6.40" l, 1.98 pounds
  • Binding: Hardcover
  • 408 pages
Features
  • Used Book in Good Condition

About the Author
James Bellanca, MA, is founder and CEO of International Renewal Institute, Inc., and acting director of the Illinois Consortium for 21st Century Skills. He founded SkyLight Professional Development in 1982. As its president, he mentored more than twenty author-consultants as he led SkyLight in pioneering the use of strategic teaching in comprehensive professional development. Bellanca coauthored more than twenty books that advocated the application of thinking and cooperating across the curriculum with the theme not just for the test, but for a lifetime of learning. Currently, Bellanca is building on the theories of cognitive psychologist Reuven Feuerstein to develop more effective responses to the learning needs of students whose academic achievement continues to lag. A longtime proponent of teaching that is aligned with the advocated best practices of 21st century skills, Bellanca s most recent publications include Designing Professional Development for Change: A Guide for Improving Classroom Instruction; Enriched Learning Projects: A Practical Pathway to 21st Century Skills; Collaboration and Cooperation in 21st Century Schools; 200+ Active Learning Strategies and Projects for Engaging Students Multiple Intelligences; and A Guide to Graphic Organizers: Helping Students Organize and Process Content for Deeper Learning. Ron Brandt, Ed.D., was editor of publications for the Association for Supervision and Curriculum Development (ASCD), Alexandria, Virginia, for almost twenty years before his retirement in 1997. During his career at ASCD, he was best known as executive editor of Educational Leadership magazine. In the 1980s, he promoted the teaching of thinking in elementary and secondary schools, collaborating with Robert Marzano and a team of other educators in development of a book, Dimensions of Thinking, and a related teacher training program, Dimensions of Learning. He is also the author or editor of numerous other publications. Before joining the staff of ASCD, he was a teacher and principal in Racine, Wisconsin; director of staff development in Minneapolis, Minnesota; and for eight years was associate superintendent of the Lincoln Public Schools in Lincoln, Nebraska.

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31 of 33 people found the following review helpful.
Broadening the Field and Getting the Word Out
By Donna Wilson, Ph.D.
21st Century Skills: Rethinking How Students Learn is a valuable contribution to the dialogue about the education of children and youth in the United States today. As longtime proponents of cognitive approaches to education, editors Jim Bellanca and Ron Brandt understand the importance of schools where students are engaged in important learning, becoming ever more self-directed. Their way of thinking about education connects well with the goals of the Partnership for 21st Century Skills, which partnership president Ken Kay articulates in his foreword to this book as preparing students for citizenship, college and career. In addition to emphasizing core content knowledge taught in schools, he discusses the partnership's perspective for the need for students to become globally aware and literate about financial, civic, health, and environmental issues. Furthermore, Kay discusses the need for youth today to be masters of the 4 Cs--Critical Thinking, Creativity and Innovation, Cooperation, and Communication--to prepare for adulthood.

This book does not suggest one road to implementation in schools today, nor is the intent to limit discussion only to the book's contents; rather it aims to give educational leaders and those who create policy food for thought. For thirty years my career has been focused on helping more students reach their potential through motivational and cognitive approaches to learning. Therefore, through the years my work has been informed by many of the fine educators who contributed to this book.

The first chapter by Howard Gardner is a great way to set the stage for a dialogue about 21st century education. In what I consider to be some of his best work, Gardner discusses five types of minds that students today need to develop: disciplined, synthesizing, creating, respectful, and ethical. To frame this discussion, it seems timely to consider respectful and ethical character development as essential to the future of our country and world. Gardner offers a human framework as the driving energy for education rather than a more limited approach (i.e., what technology should schools apply, how should we test, which curricula pass muster?) to nurture our national treasure, our youth.

Within a human framework, we can then begin to discuss implementation, or how we provide a 21st century education for all our youth. In Chapter 2 Linda Darling-Hammond makes the case for policy that supports effective teachers and leaders and provides opportunities for professional learning. Understanding that effective instruction (including leadership and policy support) has been found to be the most important factor for increasing student learning is central as leaders rethink education today.

Personally, I found Bob Pearlman's insights on designing new learning environments and Cheryl Lemke's work on innovating through technology to be novel and informative. Both authors discuss the importance of reaching youth today through the use of technology, a strength for many students. Lemke discusses technology as a means to further (1) multimodal learning and critical and creative thinking, (2) democratization of knowledge so that online learning activities are available to individuals and groups without regard to where they are located geographically, and (3) participatory learning through social networking systems already familiar to many youth today.

In Chapter 6, Bob Pearlman shares frameworks for designing modern schools that provide spaces for various aspects of learning, including individual and small and large group learning spaces rather than the usual teacher desk at the front of the room with rows of desks for students. Pearlman gives examples of models in the United States and England where communities have put a high priority on education and educators have thoughtfully designed schools around student learning in the 21st century. As the author puts it, the aim is an integration of form and function. I think this chapter is important not only because it addresses an interesting topic, but also because when we are discussing new buildings, it brings front and center the need for the community to support courageous educational leaders in the re-creation of schools.

I believe now is a critical time for educational change, just as it was when leaders in the mid-nineteenth century developed a system to educate the masses in a way that would be appropriate in the Industrial Age. Today, we are long past that era, and our youth, as well as our effective educators, need support of policy makers, leaders, and the local community. It is unfair to students and to all of us as the American taxpayers to settle for less. It is critical (1) that effective teachers and administrators have opportunities to share what has been found to work, (2) that educators have a chance to participate in cutting-edge professional learning that may include a variety of experiences, one of which might be learning how to teach with new technologies, and (3) that local community leaders work hand in hand with school leaders and policy makers to re-create our educational system.

In terms of Amazon's goal to reach both educators and others in the community who are supportive stakeholders in education, this book is a useful introduction to some ideas that can help inform those interested in using their influence, from inside or outside education, to support institutions for learning. The time is now. Our children and youth deserve the best, and with the predisposition that many millennials have to embrace key issues today and to use social networks, with the right educational and community experiences, they may be better equipped than any generation before them to make our world a better place!

Donna Wilson, Ph.D.
President, 21st Century Skills, LLC &
BrainSMART, Inc.

10 of 12 people found the following review helpful.
employees who need to be managed are no longer employable
By Stephen Pellerine
Early on in this book a line struck a chord with me, "As a manager at Apple told me, any employee who needs to be managed is no longer employable" (Kay xxi). This speaks volumes does it not? If you have ever entered NY's busy Apple shop downtown Manhattan, or waited outside the Chicago branch on a cold March morning we understand this statement deeply. Once inside the employees are generally like a team of individual managers. Sure, there are indeed specialists, but the staff are aware and will quickly link you to the Bamboo Pen specialist upon recognition that your questions surpass their expertise on this product.

The world is changing. Employment opportunities are changing. Education needs to teach knowledge as it has done, but there is a general consensus emerging in that we need to better prepare young minds for an uncertain future. This sound tone rings similar vibes from experts like: Sir Ken (see his video on Ted Talks: creativity), David Perkin's a Harvard professor and author of many books (i.e. Smart Schools), and the 14 perspectives offered in this book.

Great read for educators and likeminded people thinking about the future, and in particular how the curriculum can better reach out into the future, better preparing the youth of today to deal with and be successful in this future: a future we don't really understand ourselves. I have also enjoyed 21st Century Skills: Learning for Life in Our Times.

3 of 3 people found the following review helpful.
Excellent overview...poorly produced
By C. Jaskiewicz
As an elementary school teacher, I'm finding this book a fascinating overview of 21st Century Skills (the specific standards from the Partnership for 21st Century Skills, as opposed to the more general concept — although they do briefly outline similar ideas set forth by other organizations). My only complaint is that the Kindle edition I bought is filled with editorial mistakes — repeated paragraphs and sentences every few pages. Annoying! The content, though, is inspiring and exciting — I would recommend this book for anyone wanting to understand what the term "21st Century Skills" means and how and why it's being implemented.

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Tuesday 16 November 2010

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  • Sales Rank: #2868713 in eBooks
  • Published on: 2015-11-23
  • Released on: 2015-11-23
  • Format: Kindle eBook

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[U970.Ebook] Free Ebook Applications financières sous Excel en Visual Basic, by Fabrice Riva

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  • Sales Rank: #9913431 in Books
  • Original language: French
  • Binding: Paperback

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Saturday 13 November 2010

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DISPENSACIONALISMO: CREENCIAS ESENCIALES Y MITOS COMUNES (Spanish Edition), by Michael Vlach

Una introducci�n b�sica a las creencias esenciales del Dispensacionalismo. Este libro tambi�n refuta los mitos comunes que las personas tienen acerca de la teolog�a dispensacional. Una lectura obligada para entender correctamente de que trata el Dispensacionalismo.

  • Sales Rank: #598524 in eBooks
  • Published on: 2015-09-11
  • Released on: 2015-09-11
  • Format: Kindle eBook

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0 of 0 people found the following review helpful.
Five Stars
By Jos� Carlos
Excelente explicaci�n del dispensacionalismo. Gran libro.

0 of 0 people found the following review helpful.
Four Stars
By Amazon Customer
Excelente texto.

0 of 0 people found the following review helpful.
Three Stars
By AldoC
Good, its ok.

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[Q575.Ebook] PDF Download I'm Eve, by Chris Costner Sizemore, Elen Sain Pittillo

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I'm Eve, by Chris Costner Sizemore, Elen Sain Pittillo

  • Sales Rank: #971396 in Books
  • Published on: 1977-06
  • Original language: English
  • Number of items: 1
  • Binding: Hardcover
  • 461 pages

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42 of 44 people found the following review helpful.
The Truth Behind The Three Faces Of Eve
By Gary F. Taylor
Chris Costner Sizemore was born in 1927 North Carolina to a large, loving, but generally uneducated farming family who assumed that her childhood difficulties were willful. When an abusive marriage at last drove her into psychiatric care, she was diagnoised with what is commonly known as "split personality" or "multiple personality disorder." Her therapist of the time, Dr. Thigpen, noted three distinct personalities and his documentation of her case in lectures and films of his patient created a sensation in the medical community. Thigpen later wrote the book THE THREE FACES OF EVE; an instant bestseller, it was transformed into an Academy Award-winning film starring Joanne Woodward in 1957. Both book and film concluded with the patient's cure. Unfortunately for the real "Eve," nothing could have been further from the truth.

According to Sizemore, Thigpen repeatedly discouraged her from stating that she was "Eve," and when she did at last publish her own account of her illness the text was significantly edited by Thigpen himself. It was not until 1978 that she, working with family member and author Elen Sain Pittillo, wrote I'M EVE--a no-holds-barred account of her life and her illness. It proved a major best seller and prompted renewed interest in this relatively rare condition.

Written in the third person by Pittillo from Sizemore's notes, I'M EVE paints a picture of an intelligent, creative child whose awkwardness, sensitive nature was early impacted by a series of tragedies that both she and her subsequent therapists believe caused her "splinter" into multiple personalities. Each time she was called upon to face something frightening or unpleasant, or found herself excessively frustrated, Chris Sizemore brought forth a personality specifically enabled to do what she herself could not: deal with the fear, act on the anger, express the frustration.

While there is some wobble to the wheel, in a general sense these personalities tended to arise in sets of two and three, and as time passed the "core" personality, Sizemore herself, became increasingly lost in the shuffle. Although she seemed to reach a cure under Thigpen, she actually continued to give rise to other personalities for many years after--and found herself frustrated in future treatment by Thigpen's refusal to believe that such was indeed the case. She did eventually find effective treatment, but this account leaves the reader with the distinct impression that Sizemore's cognative abilities matured more or less on their own, and that when she was at last able to recognize that she herself was the source of the personalities she reached an equilibrium.

I'M EVE is not loaded with psychiatric jargon; it is instead Sizemore's own account of her life, what she believes may have prompted and perpetuated the cycles of personalities, and how she came to a point at which she realized she herself bore ultimately responsibility for ending these cycles. The first half of the book is something of an uphill read, heavy handed in style and perhaps more detailed than necessary in its seemingly endless description of Sizemore's family and her place in it. At mid-point, however, it begins to crackle with power, and by the time the work concludes one is left to ponder all that Sizemore and her family endured with a sense of shock and an admiration for all concerned.

Sizemore does not offer any easy answers. She herself is not entirely sure how the condition came into being, continued, or indeed came to an end. Many may feel that this gives the work an unacceptable vagueness--but real life is seldom as cut and dried as a psychiatric text, and I'M EVE is reflective of that. While it is flawed in style, and while it may not be ultimate literary statement on multiple personality disorder, it is a powerful story and strongly recommended to all those interested in the subject.

GFT, Amazon Reviewer

8 of 10 people found the following review helpful.
Remarkable Story
By R. McRae
After reading this book, and reflecting back on the 1950's Joanne Woodward film "The Three Faces of Eve," one realizes Hollywood only tapped the surface. The true story would make for twice the screenplay we saw from the movie. What a way to experience life, not being able to control your true personality. And very well written too.

21 of 25 people found the following review helpful.
"I'm Eve"
By Pearl P Martin
This is absolutely the best book I have ever read. Many people would ridicule the whole idea of fragmented personalities, but we know so little about the mind. This book takes the reader into the mind of Chris Sizemore, and also gives a view from her cousin, who saw strange things happening, but did not know what it was about. I saw the movie, "The Three Faces of Eve", years ago, and even then I was facinated by the idea of personality disorders. I have tried to find out if Chris Sizemore and Elen Pittillo are still living, but so far have found no information. I am so glad that this book was written, and I recommend it to everyone.

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Thursday 11 November 2010

[X254.Ebook] Get Free Ebook Social Entrepreneurship: A Modern Approach to Social Value Creation/Instructor's Review Copy, by Arthur C. Brooks

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  • Sales Rank: #603320 in Books
  • Published on: 2009
  • Number of items: 1
  • Binding: Paperback

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Wednesday 10 November 2010

[U735.Ebook] Ebook The Making of the English Landscape (Nature Classics Library), by W.G Hoskins

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The Making of the English Landscape (Nature Classics Library), by W.G Hoskins

W.G. Hoskins was one of the most original and influential British historians of the twentieth century. He realised that landscapes are the richest record we have of the past, and with his masterpiece, The Making of the English Landscape, he changed forever how we experience the places we live and work in.

  • Sales Rank: #1348643 in Books
  • Published on: 2013-05-06
  • Original language: English
  • Number of items: 1
  • Dimensions: 8.40" h x 1.10" w x 6.10" l, .97 pounds
  • Binding: Paperback
  • 304 pages

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17 of 17 people found the following review helpful.
A classic history, but flawed by bias in its final chapters
By J C E Hitchcock
William George Hoskins (1908-1992) was a pioneering figure in the field of English local history, and in 1965 was appointed as the first ever university professor in that discipline (at the University of Leicester). This book, first published in 1955, has become something of a classic of its kind.

I bought it in the 1970s Pelican edition when I came across it recently in a second-hand bookshop, largely for the purposes of comparison with Oliver Rackham's more recent work "The History of the Countryside". The two works cover slightly different ground. Hoskins (as his title indicates) limits himself to England, and does not touch on Wales, Scotland or Ireland; Rackham covers the whole of the British Isles, although in practice he deals with England in greater detail than the other three countries. Rackham (as his title indicates) confines himself to the countryside, whereas Hoskins also covers industrial and urban landscapes, and even in rural areas deals with villages and the built environment as well as woods and farmland. Their methodologies are also different. Rackham devotes a chapter to each different type of rural habitat- woodland, fields, heathland, moorland, marshes, etc, whereas Hoskins' book is written in chronological order from prehistoric times to the twentieth century.

A key moment for Professor Hoskins was what he calls the "English Settlement"- the coming of the Anglo-Saxon invaders in the fifth century AD, after the withdrawal of the Roman legions. Few features of the modern English landscape can, in his view, be attributed to the Roman or pre-Roman period. Each succeeding age, however, has left a mark which still survives. The Saxons' great contribution was the English village; most of the population in Romano-British times either lived in towns and cities or in isolated hamlets and farmsteads. A few new settlements were founded in the Middle Ages, chiefly in upland districts or those with poor soil, which were consequently the last to be settled, but outside the industrial areas most of the settlements in existence today were founded between the fifth and eleventh centuries and mentioned in the Domesday Book.

Like Dr Rackham, Professor Hoskins tends to concentrate on some parts of England more than others. In his case there is a particular emphasis on the East Midlands; Rutland may be the smallest county in England but more space is devoted to it in this book than to larger counties such as Cumberland, Hampshire or Norfolk. One reason for this emphasis may be that Hoskins (originally from Devon) lived and worked for a long time in Leicestershire, but another may be that it was this area, more than any other, which was affected by the Enclosure Acts of the eighteenth and early nineteenth centuries. Although he does not use those terms, Hoskins makes a distinction similar to the one Rackham was to make between "Ancient Countryside" and "Planned Countryside".

In the "peripheral areas" of England- the south-west peninsula, the Home Counties, eastern East Anglia, the Welsh Border counties and the upland North- the countryside had, broadly speaking, taken on its present appearance by the sixteenth century. These are the regions of small (often irregularly shaped) fields, winding lanes and small villages and hamlets, with isolated farms scattered among them. The rest of England, however, especially the East Midlands, was still dominated by the open-field tradition, and would remain so until the open fields were enclosed by Act of Parliament. This is the "chequer-board" countryside with larger, more regular fields, straighter roads and larger villages with few isolated farmsteads. Because these areas did not acquire their current appearance until around 1800, or in some cases even later, the processes which shaped them are better documented and therefore easier for the historian to study.

Hoskins also has some interesting points to make about the growth of towns and the built environment. He shows, for example, that traditional regional styles of building mostly developed during the late sixteenth and early seventeenth centuries, a period when growing prosperity made it possible for the middle classes to rebuild their homes in local stone or brick; previously most houses, except those of the very rich, had in all parts of England been made of wattle-and-daub on a timber frame. The Enclosure Acts also had unexpected effects on urban landscapes as well as rural ones; Hoskins demonstrates this by comparing the growth of two East Midland cities during the Industrial Revolution. Nottingham was surrounded by unenclosed open fields over which numerous people possessed complicated grazing rights and which for many years made it virtually impossible to expand the city outwards; the result was overcrowding and some of the worst slums in England. At Leicester the surrounding fields had been enclosed before the growth of industry and it was easier to obtain land for building; consequently the city was more spacious and living conditions were better, even for working-class inhabitants.

For most of its length the book is not only very informative, but also a delight to read. In order to tell his story, Hoskins relies upon not only official documents but also literature and poetry; John Clare (another East Midlander) seems a particular favourite. At times his own prose style verges on the poetic itself. There is, nevertheless, a serious flaw in the book, which is why I have only given it four stars.

Hoskins was clearly a small-c conservative (which is not necessarily the same thing as a large-C Conservative) who tended to look back on the pre-industrial era as a lost Golden Age. He could see little good about the nineteenth century and nothing good about the twentieth. For him the Industrial Revolution achieved nothing other than the despoiling of once-beautiful landscapes and townscapes with dark satanic mills; he ignores the fact that by 1900, and certainly by 1955, most people enjoyed far higher standards of living than their ancestors had done in 1700 or 1800. In his final chapter Hoskins simply rails at the changes in the landscape wrought by the twentieth century without analysing the social causes of those changes or even saying in much detail what those changes are. He even bewails the large number of Air Force bases in Suffolk and Lincolnshire, even though only ten years before he wrote his book the nation had been very grateful for those bases and for the men who flew from them.

A book about something as subjective as landscape cannot simply be a record of objective scientific or historical fact, so I have no objection to personal opinions in a book of this nature. Opinion, however, cannot simply be a substitute for analysis.

9 of 9 people found the following review helpful.
A classic on the subject. Still the best.
By Neil P. Korostoff
The best introduction to the evolution of the the English landscape. For professionals, students, travelers and all who seek to understand the processes - natural and human - behind the scenery, this is the best place to start. Erudite and readable with great photos and illustrations. Must take it with you on your next visit.

6 of 6 people found the following review helpful.
from cavemen on....
By yellow dog
Fascinating book about the effect man has had on the
countryside of England. A classic in the field and just what
a history scholar needs.

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Sunday 7 November 2010

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The Norton Anthology of World Religions: HinduismFrom W. W. Norton & Company

This groundbreaking new Norton Anthology enables the six major, living, international world religions to speak to students in their own words.

Edited by world-renowned scholars under the direction of Pulitzer Prize–winner Jack Miles, The Norton Anthology of World Religions provides a flexible library of more than 1,000 primary texts from the world’s major religions―Hinduism, Buddhism, Daoism, Judaism, Christianity, and Islam―in six portable paperbacks. This anthology unites foundational works―the Bhagavad Gita, the Daode jing, the Bible, the Qur’an―with the writings of scholars, seekers, believers, and skeptics whose voices have kept these religions vital for centuries, allowing instructors to shape a variety of courses. The selections are supported by the meticulously prepared apparatus―introductions, explanatory annotations, bibliographies, maps, and glossaries―for which Norton Anthologies have set the standard for fifty years.

Unprecedented in scope and approach, The Norton Anthology of World Religions: Hinduism brings together over 300 texts from 1500 B.C.E. to the present, organized chronologically and by region. The volume features Jack Miles’s illuminating General Introduction―“How the West Learned to Compare Religions”―as well as Wendy Doniger’s “The Zen Diagram of Hinduism,” a lively primer on the history of Hinduism in relation to geography, language, gender, sexuality, class, folk traditions, and the politics of empire.

  • Sales Rank: #467645 in Books
  • Published on: 2015-02-20
  • Original language: English
  • Number of items: 1
  • Dimensions: 9.20" h x .90" w x 6.00" l, 2.20 pounds
  • Binding: Paperback
  • 784 pages

About the Author
Wendy Doniger (Ph.D. Harvard University) is Mircea Eliade Distinguished Service Professor of the History of Religions at the University of Chicago. She first trained as a dancer under George Balanchine and Martha Graham and then went on to complete two doctorates in Sanskrit and Indian Studies (from Harvard and Oxford). She has taught at Harvard, Oxford, the School of Oriental and African Studies at the University of London, and the University of California at Berkeley. In 1984 she was elected president of the American Academy of Religion, in 1989 a fellow of the American Academy of Arts and Sciences, in 1996 a member of the American Philosophical Society, and in 1997 president of the Association for Asian Studies. She has been awarded seven honorary degrees, and her book The Hindus: An Alternative History was a finalist for the National Book Critics Circle Award.

Jack Miles (Ph.D. Harvard) is Distinguished Professor of English and Religious Studies with the University of California at Irvine and Senior Fellow for Religious Affairs with the Pacific Council on International Policy. He spent 1960–70 as a Jesuit seminarian, studying at the Pontifical Gregorian University in Rome and the Hebrew University in Jerusalem before enrolling at Harvard University, where he completed a Ph.D. in Near Eastern languages in 1971. His book GOD: A Biography won a Pulitzer Prize in 1996, and Christ: A Crisis in the Life of God led to his being named a MacArthur Fellow for 2003-07.

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1 of 22 people found the following review helpful.
Wendy's works
By Phoenix
“lts (Ganesa’s) trunk ls the dlsplaced phallus, a carlcature 0f Slva’s llnga. lt p0ses no threat because lt ls t00 large, flaccld, and ln the wr0ng place t0 be useful f0r s3xual purp0ses.” (Page 121)

“He [Ganesa] remalns cellbate s0 as n0t t0 c0mpete er0tlcally wlth hls father, an0t0rl0us w0manlzer, elther lncestu0usly f0r hls m0ther 0r f0r any 0ther w0man f0r that matter.” (Page 110)

“S0 Ganesa takes 0n the attrlbutes 0f hls father but ln an lnverted f0rm, wlth an exaggerated llmp phallus-ascetlc and benlgn- whereas Slva ls a “hard” (ur-dhvallnga), er0tlc and destructlve.” (Page121)

“B0th ln hls behavl0r and lc0n0graphlc f0rm Ganesa resembles ln s0me aspects, the flgure 0f the eunuch...Ganesha ls llke eunuch guardlng the w0men 0f the harem.” (Page 111)

“Alth0ugh there seems t0 be n0 myths 0r f0lktales ln whlch Ganesa expllcltly perf0rms 0ral s3x; hls lnsatlable appetlte f0r sweets may be lnterpreted as an eff0rt t0 satlsfy a hunger that seems lnappr0prlate ln an 0therwlse ascetlc dlsp0sltl0n, a hunger havlng clear er0tlc 0vert0nes.” (Page 111)

“Ganesa’s br0ken tusk, hls guardlan’s staff, and dlsplaced head can be lnterpreted as symb0ls 0f castratl0n” (page 111)

“Feedlng Ganesa c0pl0us quantltles 0f m0dakas, satlsfylng hls 0ral/er0tlc deslres, als0 keeps hlm fr0m bec0mlng genltally er0tlc llke hls father.” (Page 113)

“The perpetual s0n deslrlng t0 remaln cl0se t0 hls m0ther and havlng an lnsatlable appetlte f0r sweets ev0kes ass0clatl0ns 0f 0ral er0tlclsm. Denled the p0sslblllty 0f reachlng the stage 0f full genltal mascullne p0wer by the 0mnlp0tent f0rce 0f the father, the s0n seeks gratlflcatl0n ln s0me acceptable way.” (Page 113)

After Shlva has lnsulted Parvatl by calllng her Blackle [Kall], she v0ws t0 leave hlm and return t0 her father’s h0me and then she statl0ns her 0ther s0n, Vlraka—the 0ne Slva had made—at the d00r way t0 spy 0n her husband’s extramarltal am0r0us expl0lts.” (Page 105-106).

The Bhagavad Glta ls n0t as nlce a b00k as s0me Amerlcans thlnk…Thr0ugh0ut the Mahabharata.. Krlshna g0ads human belngs lnt0 all s0rts 0f murder0us and self-destructlve behavl0rs such as war…. The Glta ls a dlsh0nest b00k – Wendy D0nlger Phlladelphla lnqulrer, 19 N0vember, 2000.

L0rd Shlva ls a serlal adulterer & enc0urages adultery. Hls Pen!s ls w0rshlpped as llngam by Hlndus. – Wendy D0nlger

L0rd Shlva enc0urages rltual r@pe & pr0stltutl0n – Wendy D0nlger H0ll festlval & wearlng kumkum by Hlndu w0men slgnlfles vl0lence & a thlrst f0r bl00d lnnate ln hlndu culture. – Wendy D0nlger

Ramakrlshna Paramahamsa had gay s3x wlth Swaml Vlvekananda. – Wendy D0nlger & Paulc0urtrlght

Srl Ramakrlshna placed hls feet 0n Swaml Vlvekananda’s Pen!s. The Hlndus mlst00k thls f0r the mystlclsm 0f Ramakrlshna – Wendy D0nlger

Srl Ramakrlshna had h0m0er0tlc relatl0nshlps wlth y0ung b0ys. Meanlng=He had gay s3x wlth hls male dlsclples – Wendy D0nlger

Srl Ramakrlshna’s mystlcal states were generated by hls Ped0phllla. – jefferykrlpal, wendyd0nlger

Srl Ramakrlshna’s female Guru f0rced hlm t0 have s3x wlth her. – Wendy D0nlger and jefferykrlpal

Stunned by the c0cked hlps 0f the b0y, Ramakrlshna fell lnt0 ecstasy. – Jefferykrlpal, Wendyd0nlger

G0ddess Kall has an lnsatlable Iust f0r s3x. – Wendy D0nlger

G0ddess Kall ls a phalllc belng, a m0ther wlth a Pen!s. – wendyd0nlger, sarahcaldwell

Kall ls a bl00dled menstruatlng & castratlng w0man. – sarahcaldwell, wendyd0nlger

Bl00dthlrsty t0ngue and the self fed bre@st, h0m0s3xual fellatl0 fantasy ln a s0uth lndlan rltual tradltl0n equals Hlndu G0ddess. – Wendyd0nlger

Everythlng valuable ln Hlndulsm c0mes fr0m “l0wer castes” & ‘Dallts”. Every evll c0mes fr0m Brahmlns & Sanskrlt. – Wendy D0nlger

bre@stfeedlng Hlndu m0thers d0n’t b0nd wlth thelr chlldren llke thelr c0unterparts ln the West d0. – Wendy D0nlger

Sage Mandavya regarded the stake (whlch was later cut 0ff & sh0rtened) he was lmpaled up0n as hls superPen!s. – Wendy D0nlger

Hlndus wh0 flght t0 defend Hlndulsm suffer fr0m psych0l0glcal dls0rders whlch have r00ts ln thelr Pen!ses. – Wendy D0nlger

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Friday 5 November 2010

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  • Published on: 1605
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Tuesday 2 November 2010

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Luftwaffe Eagle: From the Me109 to the Me262, by Walter Schuck

Luftwaffe pilot Walter Schuck flew the Me109 in the Arctic Sea fighter squadrons becoming the Russian air force's feared enemy in the far north. Awarded the Knights Cross in April 1944 he claimed his 100th kill in June of that year, then barely 48 hours later shot down 12 aircraft in one day, a record never achieved by any other Arctic Sea pilot.

Celebrated by his colleagues for his skill, courage, sheer guts and chivalry including the deep feelings for those he shot down, he earned the nickname "Adler der Tundra" or "Northern Knight."

In this autobiography, the author tells his story simply, conveying his impressions of life, the rationale of the Lufwaffe and the everyday life of a military man in those times, including the difficulties and hardships of the war in the Arctic Seas. In a gripping narrative, the author helps us to understand why he and his colleagues were prepared to lay down their lives for their people, and their country.

Rich in detail and facts and supplemented by photographs from his personal collection and color aircraft profiles, Walter Schuck helps us to put the past into context, painting a unique picture of life in the Luftwaffe during the times of the Third Reich.

  • Sales Rank: #284556 in Books
  • Brand: Schuck, Walter
  • Published on: 2015-09-15
  • Original language: English
  • Number of items: 1
  • Dimensions: 9.25" h x .50" w x 6.00" l, .0 pounds
  • Binding: Paperback
  • 260 pages

Review
"I wholeheartedly recommend this book to anyone interested in the WW II air war. Fluid text, excellent translation, and a genuinely interesting story make this a great read." (Paul Mahoney IPMS/USA 2016-02-04)

From the Inside Flap
Luftwaffe pilot Walter Schuck flew the Me109 in the Arctic Sea fighter squadrons becoming the Russian air force's feared enemy in the far north. Awarded the Knights Cross in April 1944 he claimed his 100th kill in June of that year, then barely 48 hours later shot down 12 aircraft in one day, a record never achieved by any other Arctic Sea pilot.

Celebrated by his colleagues for his skill, courage, sheer guts and chivalry including the deep feelings for those he shot down, he earned the nickname "Adler der Tundra" or "Northern Knight."

In this autobiography, the author tells his story simply, conveying his impressions of life, the rationale of the Lufwaffe and the everyday life of a military man in those times, including the difficulties and hardships of the war in the Arctic Seas. In a gripping narrative, the author helps us to understand why he and his colleagues were prepared to lay down their lives for their people, and their country.

Rich in detail and facts and supplemented by photographs from his personal collection and color aircraft profiles, Walter Schuck helps us to put the past into context, painting a unique picture of life in the Luftwaffe during the times of the Third Reich.

From the Back Cover
Luftwaffe pilot Walter Schuck flew the Me109 in the Arctic Sea fighter squadrons becoming the Russian air force’s feared enemy in the far north. Barely two months after being awarded the Knights Cross in April 1944 he shot down 12 aircraft in one day―a record never achieved by another Arctic Sea pilot.

His mastery continued when in March 1945 he joined Jagdgeschwader 7, newly equipped with Me262 jet fighters and shot down two Allied fighters on his first operation. Taking command of the third Staffel of JG 7 his success in the aerial theater was unsurpassed until meeting one of the bombers’ escort fighters in combat, his fuel system exploded and he had to bail out. Walter Schuck’s war was over, after 500 front line sorties and 206 confirmed kills.

Celebrated by his colleagues for his skill, courage, sheet guts and chivalry including the deep feelings for those he shot down, he earned the nickname ‘Eagle of the Tundra’ or ‘Northern Knight.’

Rich in detail and facts and supplemented by photographs from his personal collection, Walter Schuck’s story helps us to put the past into context, painting a unique picture of life in the Luftwaffe during the times of the Third Reich.

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4 of 4 people found the following review helpful.
Impressive memoir. A Must Have for anyone interested in WWII aerial warfare.
By MarkJ
I can heartily recommend this book for anyone interested in the day to day life of a Luftwaffe Jagdflieger (fighter pilot) fighting in extremely difficult circumstances. Compared to other theaters on the Eastern Front, most of us in the West do not know as much about the efforts of the Luftwaffe and Wehrmacht in the harsh conditions of the Arctic Circle. This book helps to fill in some gaps in our understanding of that theater of operations. In this book, Herr Schuck comes across as an honorable and decent man who served his Fatherland bravely and well. "Luftwaffe Eagle: From the Me109 to the Me262" should reside on the bookshelf of anyone interested in Luftwaffe operations over the Eastern Front.

4 of 4 people found the following review helpful.
The BEST of the Best
By Dan Kurt
I am cataloguing my library (Readerware 3) currently and came across this book. Without a doubt it is the best memoir of WW2 that I have read and I have read a lot of them. I only wish he had written a book of his adventures after the war. Don't miss this book.

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